The nature and significance of the changes introduced in the French university system since the passage of the Orientation Act of Higher Education in 1968 are examined. Political impacts on education are discussed in terms of governance, vocationalism and professionalism, and curriculum issues. Sluggish adaptations are noted. (Author/LBH)

This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies…

An experimental program financed by the Commission of the European Communities in two primary schools in Cassis, France, an area with a stable Portuguese immigrant population, involved intercultural education and the use of a Portuguese mother tongue teacher who served not only as a classroom teacher but also as a school-community liaison. The…